In my paper I will discern three kinds of teaching practices that can be related to the shift from teaching to learning. This shift is seen as belonging to a paradigmatic change concerning the whole idea of schooling including the meaning of knowing and knowledge acquisition. The paradigmatic change can be illustrated by how the ability to learn used to be considered a pre-requisite for schooling while it today has become the main outcome of schooling – at least in policy documents. The three teaching practices (teaching-a-course, teaching-for-understanding and teaching-for-competencies) are analyzed as practices, i.e. in terms of what they are producing – their ends and means. They are also discussed in terms of their demands on teachers as well as conceptions of knowledge and learning connected to them. In contrast to traditional teaching the new teaching practices ask for a new kind of teacher professionalism including a restructuring of teachers’ pedagogical content knowledge.